This article calls attention to the educational situation of Latino immigrants in the United States. Through an extensive review of the literature, it examines the nature of contemporary Hispanic immigration and the school response to the linguistic and cultural attributes of the students--particularly those of Mexican origin, who represent the largest proportion of students whose parents are immigrants. Although the US education system seeks the incorporation of immigrant students into American society through the provision of specialized English language programs, the evidence indicates that often these programs produce an educational experience characterized by limited access to academic courses, labeling by peers and teachers, and reduced chances of access to higher education. (Contains 16 notes.)